Vladimir K. Eliseev
Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
Maria V. Puseva
Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
Yulia V. Romanova
Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
DOI: 10.24412/2541-9056-2025-437-68-76
Keywords: constructive conflict, conflict mapping, conceptual maps, cognitive-affective maps, and need-target maps
Аbstract
The article discusses the methodological foundations of the problem of constructive interaction between the subjects of the educational process in a situation of pedagogical conflict. It emphasizes the contradictory nature of the educational process, which is caused by a number of opposing interests that require coordination: assessment of knowledge, success or failure, problematic situations in life and in the classroom, etc. The article concludes that the conflictual nature of the educational process requires teachers to have conflict resolution competence as a basic characteristic of effective professional activity. It is proposed to use the method of mapping – building maps of conflict situations – as one of the methods for optimizing the resolution of constructive educational conflicts. The purpose of the study is to summarize the experience of mapping for optimizing the resolution of constructive pedagogical conflicts in the context of increasing conflict-resolution competence of the subjects of the educational process. The article summarizes the Russian and foreign experience of mapping conflicts and identifies the types of mapping: «Conflict Tree» is a representation of a conflict in the form of a tree that allows you to visually represent the main elements of a conflict in their relationship and interdependence. Cognitive-affective mapping (CAM), also known as concept mapping, allows one to explore the emotional aspects of conflicts. Mental mapping is based on the construction of cognitive schemes and structures that are identified during the resolution of conflicts between individuals. Cognitive-affective maps are innovative in part because they include emotions directly in the representation of beliefs, and the emotional values attributed to concepts are far from being an obstacle to rational thinking, as is often assumed, and are in fact indispensable elements of human perception, understanding, and decision-making. Need-target mapping, based on the needs and fears of the participants in conflict relations. The graphical representation of the needs and fears of the participants in the conflict expands the possibilities and creates conditions for a wider range of solutions that can be made after the end of the mapping process. The advantage of the mapping method is that it allows participants to express their irrational fears during the mapping process. By using the concept of “fears,” it is possible to identify internal motivations that are not openly discussed by the participants in the conflict. As a result of the map-making, the points of non-convergence of the conflicting parties’ interests are clarified, the fears and apprehensions of each party are more clearly manifested, and possible ways out of the current situation indetified.. Thus, mastering the methodology of conflict mapping can be regarded as an effective pedagogical means of forming conflictological competence among the subjects of the educational process as a basic characteristic of effective educational activity.
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Citation link: Eliseev V.K., Puseva M.V., Romanova J.V. Graphical method visualization of constructive conflict resolution in an educational environment // Humanities researches of the Central Russia. – 2025. – №4 (37). – P. 68-76.DOI: 10.24412/2541-9056-2025-437-68-76